- Title
- Inquiry approaches to assessment in the history classroom
- Creator
- Sharp, Heather
- Relation
- Historical Thinking for History Teachers: a new approach to engaging students and developing historical consciousness p. 129-144
- Publisher Link
- http://dx.doi.org/10.4324/9781003115977-12
- Publisher
- Routledge
- Resource Type
- book chapter
- Date
- 2019
- Description
- This chapter covers the topic of assessment in the history classroom from the perspective of an inquiry approach. Teachers regularly use a variety of assessment forms, including diagnostic, formal, informal, summative and formative. Informal and diagnostic assessment is carried out continuously by teachers in the classroom. Alternatively, external testing carried out periodically in Finland is utilised as a means of moderation, as the majority of assessment is classroom- or school-based. Applying assessment tasks in the real-world classroom setting can be difficult and time-consuming. Teachers must be aware of the potential for unintended bias to occur in particular assessment types. Inquiry requires careful teacher planning, and needs to be modelled in the classroom so that students then know how to successfully apply this approach in their own work. Teachers can use a variety of resources and scaffolds to support students in their investigative work.
- Subject
- assessments; history; assessment types; Teachers
- Identifier
- http://hdl.handle.net/1959.13/1453058
- Identifier
- uon:44582
- Identifier
- ISBN:9781760295516
- Language
- eng
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